Vocabulary learning
127 theses under this subject heading
The effects of mnemonics on L2 vocabulary learning
This thesis aims to investigate the effect of mnemonics on second language (L2) vocabulary acquisition through a meta-analysis methodology. By conducting a comprehensive review of the literature on mnemonics in L2 vocabulary learning, this study explores their potential as a valuable tool for enhancing vocabulary acquisition skills among second language learners. The analysis incorporates findings from three studies, which collectively provide evidence suggesting a positive influence of mnemonics on L2 vocabulary acquisition. Moreover, this research presents a collection of innovative and unique mnemonic examples to contribute practical resources for future studies in the field. These mnemonic examples aim to support the exploration of mnemonic strategies in teaching and learning L2 vocabulary. The results of the meta-analysis indicate the potential benefits of mnemonics in improving learners' ability to retain and recall new vocabulary items, particularly for individuals with lower proficiency levels. Ultimately, this thesis seeks to contribute to the existing body of knowledge on mnemonics in L2 education, highlighting their potential and inspiring further investigation into their practical application for optimizing L2 vocabulary acquisition.
İngilizce kelime bilgisi testinin (VST) bireyselleştirilmiş bilgisayarlı test olarak uygulanabilirliğinin incelenmesi
Bireyselleştirilmiş Bilgisayarlı Testler (BBT) ölçülmek istenen yapının daha az madde ile ölçme kesinliğinden ödün vermeden ölçülebilmesine olanak sağlar. İngilizce kelime bilgisi gibi ölçülebilmesi için çok sayıda maddeye ihtiyaç duyulan yapılar için BBT bu noktadan önem teşkil eder. Bu çalışmada, İngilizce kelime bilgisini daha kısa sürede ve daha az madde ile ölçebilmek amacıyla, alan yazında İngilizce kelime bilgisini ölçmek amacıyla en çok kullanılan testlerden biri olan Vocabulary Size Test'in (VST) BBT versiyonu (BBT-VST) geliştirilmiştir. VST 140 maddeden oluşan çoktan seçmeli bir testtir. Öncelikle VST'nin kâğıt-kalem formu ile 1622 lisans ve lisansüstü öğrenciden toplanan veriler ile VST'nin geçerlik kanıtları araştırılmıştır. VST'nin İngilizce kelime bilgisini ölçmek için geçerli bir ölçme aracı olduğunun belirlenmesinden sonra aynı verilerle post-hoc simülasyonlar yapılmıştır. Çeşitli BBT kurallarının test edildiği simülasyonlardan elde edilen bulgulara göre gerçek zamanlı BBT uygulaması için en uygun yetenek kesirim yöntemi EAP, madde seçim yöntemi MFI, sonlandırma kuralı "SH ≤ .25" ve madde kullanım sıklığı kontrol yöntemi de "randomesque = 5" olarak belirlenmiştir. En uygun BBT kurallarının tespitinden sonra Concerto platformu ile BBT-VST geliştirilmiştir. Altmış lisans ve lisansüstü öğrenciden VST'nin hem kâğıt-kalem hem de BBT versiyonu ile iki versiyondan elde edilen bulguları karşılaştırmak amacıyla veri toplanmıştır. Bulgulara göre kâğıt-kalem versiyonu ile BBT versiyonunda kestirilen yetenek puanları arasında yüksek ilişki vardır (R= .83, %95 GA = .73, .90). BBT uygulamasında ortalama test uzunluğu 12 olmuştur. Bu sonuç da göstermektedir ki BBT-VST %91 oranında daha az madde kullanarak İngilizce kelime bilgisini güvenilir bir şekilde kestirmiştir.
The effects of L2 reading practice of storybooks on enhancing young learners' vocabulary knowledge
This case study intends to investigate young learners' L2 vocabulary learning through reading storybooks, particularly focusing on their target word recognition. It also aims to find out the possible gains and effects of using interactive digital materials in an online reading program. The research was conducted with a class composed of thirteen 5th-grade students at a private school in Kayseri. They were involved in an online extensive reading program where they were instructed to complete reading and activities individually, then study with their teacher and friends on a platform where they could view interactive activities. A pre-test was implemented to identify unknown words and create a list of target words. After ten reading sessions, students were required to take a post-test. Moreover, the research journals were regularly logged into and focus group interviews along with an interview with the practitioner teacher were implemented. While the numerical data obtained represents that students' vocabulary recognition levels were quite high, qualitative data materials have brought many other details to light, and the findings were evaluated by using content analysis. The findings indicated that the process had contributed mainly on supporting L2 learning which helped to discover positive effects on learners' willingness, motivation and curiosity, variety in resources, opportunities for vocabulary retention, and increase in reading pace. On the other hand, the findings also demonstrated contributions on supporting learner autonomy which were explored as independent learning, a habit of reading in L2, effective note taking and having a sense of responsibility in learning.
Writing poems with target vocabulary and its effect on retention.
"The limits of your language are the limits of your world."(Tractatus Logico-Philosophicus, 1922) says Austrian Philosopher Ludwig Wittgenstein in his famous quote. Likewise we can say that "The limits of your vocabulary are the limits of your language". Vocabulary knowledge truly is the most solid indicator which determines the horizons of a language learner's freedom in target language. The expansion of vocabulary, therefore, is no doubt essential but as important is the ability to retain these words in long term-memory. For long-term retention of newly learned vocabulary, practice is necessary. This study was designed to investigate the effects of practicing new vocabulary by writing poems using them. Inspiration for the study came from an applied linguist H.G. Widdowson, for him the ideal task for language learners is writing poems because writing poems is tolerant of errors. In addition, his overarching ideas on 'use' and 'usage' claim to free language classrooms from textbook language and use a language natural to competent speakers of the target language ,guided this study(Widdowson cited in Davies,2011). The study was conducted at Bursa Police College in the spring semester of the Academic year of 2012/2013. Students, with no pre-existing academic differences, were randomly assigned to two experimental and two control groups. All groups, for two periods a week and in the same manner, studied vocational English for police. In addition to classroom studies, experimental groups composed poems using the newly words and phrases they studied in the class. The treatment continued for five weeks, subjects were tested before the treatment, immediately after the treatment and six weeks after the treatment. The results revealed that all groups significantly increased their scores from pre-test to post-test, due to the classroom studies, but experimental groups performed slightly better proving the positive effect of the treatment on the gain of the words. Six weeks later the delayed post-test was applied and the results showed that there was a significant drop in the mean scores of control groups. Experimental groups clearly outperformed control groups in the delayed post-test thus proving the clear positive effect of the treatment on the retention of the target vocabulary. As a result the findings of this study may serve as guide for other teachers of English to incorporate the study and production of poetry into the classroom or afterschool. Key Words: 1.Writing Poems 2.Vocabulary Gain 3.Vocabulary Retention 4.Literature 5.Language Teaching
تصميم تطبيق في الهاتف المحمول لتنمية المفردات اللغوية للدارسين الناطقين بغير العربية
The aim of this study is to facilitate learning and enhancing arabic vocabulary for non-Arabic learners through a mobile application. The study follows a descriptive approach in describing the arabic vocabulary applications, defining criteria, describing the components of the application, and the analytical approach for evaluating these applications and their analysis of the results of evaluation, in addition to the developmental approach of the researcher to design the application according to the general model of instructional systems design (ADDIE). The sample consisted of four applications for learning arabic vocabulary, which were chosen according to the criteria defined by the study. In order to design and evaluate these applications, the researcher developed a questionnaire for the study in order to identify the application design criteria for enhancing arabic vocabulary for non-Arabic learners. The questionnaire consisted of six axes, nine criteria and fifty eight indicators. The study also identified Vocabulary learning strategies of learning arabic vocabulary for non-Arabic learners. It also determined the criteria for the application design that is required to help non-Arabic speakers to learn arabic vocabulary easily, but the results of the study showed that the evaluated applications didn't meet these criteria, therefore the researcher developed a mobile application for enhancing arabic vocabulary for non-Arabic students, in addition to determining its components. According to these results, the study presented a set of recommendations such as: Facilitating learning, memorizing and enhancing Arabic vocabulary among non-Arabic learners through vocabulary learning applications. It also recommended developing other applications for learning vocabulary, sounds and sentence structures in addition to improving language skills of all levels in light of the standards prepared by the study. It also recommended the need for cooperation between educators and specialists in teaching Arabic to non-native speakers with the help of educational technology experts and educational application designers in building these applications. The study also suggested a number of ideas including: conducting evaluation studies for a greater number of applications according to the specified standards, and identifying the strengths and weaknesses of them as well as studying the effectiveness of the application in developing and enhancing the arabic vocabulary for non-Arabic learners with beginner level, in addition to learners and teachers attitude towards the application.
İlkokul dördüncü sınıfta resimli sözlük kullanımının kelime kazanımına katkısı
Bu araştırmada, "İlkokul dördüncü sınıf öğrencilerinin resimli sözlük kullanmasının kelime kazanımına katkısı nedir" sorusunun cevabı aranmıştır. Araştırmada karma yöntem modeli ve iç içe desen kullanılmıştır. Araştırmada veriler; yayınlanmış dört farklı resimli sözlük, araştırmacı tarafından geliştirilen resimli sözlük modeli ve kelime kazanımı etkinliği (çalışma kâğıdı), çalışma kâğıdı-Ön test/ Son test, yarı yapılandırılmış görüşme formu ve gözlem formu aracılığıyla toplanmıştır. Araştırmanın çalışma grubu Uşak il merkezinde ilkokul dördüncü sınıfta öğrenim gören 36 öğrenciden oluşmaktadır. Kolay ulaşılabilir örneklem seçim tekniği ile çalışma grubu belirlenmiştir. Uygulama, haftada 4 saat olmak üzere toplam 24 ders saati sürmüştür. Araştırmanın birinci, üçüncü, dördüncü alt problemi için elde edilen veriler betimsel analiz ve içerik analizi yoluyla, ikinci alt problemi için elde edilen veriler ise bağımlı gruplar t-testi ile analiz edilmiştir. Araştırmanın ön test ve son test puanları arasında 32,43 puanlık bir artış söz konusudur. Bu artış yüksek bir artıştır, 6 haftalık bir uygulama sonucunda çalışma gurubunun puanının çok düşük bir düzeyden orta bir düzeye yükselmesi resimli sözlük çalışmalarının kelime kazanımı becerisine katkı sağladığı sonucuna ulaştırmıştır. Araştırmada elde edilen sonuçlara ve 32,43 puanlık artışa göre ilkokul dördüncü sınıfta resimli sözlük kullanımının kelime kazanımına katkısının olduğu söylenebilir. Çalışma gurubundaki öğrencilerin büyük bir çoğunluğu çalışmanın faydalı olduğunu ve çalışmayı beğendiklerini, ilgi çekici ve eğlenceli bulduklarını ifade etmişlerdir. Anahtar Kelimeler: Kelime Hazinesi, Kelime Öğretimi, Resimli Sözlük ile Kelime Öğretimi.
Yabancı dil olarak Türkçe öğretiminde/öğreniminde kelime kazanımına ilişkin oyun içerikli materyal geliştirme örneği: B1 düzeyi
Bu çalışmada, yabancı dil olarak Türkçe öğretiminde/öğreniminde kullanılabilecek B1 seviyesi için kelime kazanımına ilişkin oyun içerikli materyaller geliştirilmeye çalışılmıştır. Alanda var olan destek materyal eksikliğinden yola çıkılarak söz konusu çalışmanın yapılması amaçlanmıştır. Bu amaçla literatürde yer alan çalışmalar, kullanılan kitaplar ve oyunlar incelenmiştir. Öğrencilerin, ders içerisinde kazanması gereken kelimeleri, eğlenerek daha kolay anlaması ve bunların akılda kalıcı olması amacıyla çeşitli kelime oyunları hazırlanmıştır. Kelime oyunları hazırlanırken kelimelerin sınırlılıkları Ankara Üniversitesi TÖMER'in kullandığı "Yeni Hitit Yabancılar İçin Türkçe B1", Gazi Üniversitesi TÖMER'in kullandığı "Yabancılar İçin Türkçe B1", İstanbul Üniversitesi TÖMER'in kullandığı "İstanbul Yabancılar İçin Türkçe B1" ve Yunus Emre Enstitüsünün kullandığı "Yedi İklim Türkçe B1" içerisinde yer alan temalar ve kelimelerle yapılmıştır. Oyunlarda, B1 seviyesindeki kitaplarda ortak olarak yer alan "Eğitim, Boş zaman / Eğlence ve İş dünyası" konuları ele alınmıştır. Bu konular çerçevesinde kitapların ilgili ünitelerindeki kelimelerden hareket edilerek oyunlar tasarlanmıştır. Kelime seçiminde tek bir kitap üzerinden hareket edilmemiş, dört kaynaktan da konuya uygun olabilecek kelimeler seçilmeye çalışılmıştır. Oyunlar ise var olan kaynak oyun materyallerinden ve etkinliklerinden alınmıştır. İçerik tamamen dersin amacını destekleyici nitelikte tasarlanmaya çalışılmıştır. Bu nedenle oyunların konuları belirlenirken hedef kitlenin öğrendikleri ve günlük hayattaki ihtiyaçları ile birlikte dil öğrenme yaşı da göz önünde bulundurulmuştur. Oyunlar, kelime öğretimi stratejileri, kelime öğretimi ilkeleri, materyal hazırlama sürecinde önemli etkenler ve Avrupa Ortak Başvuru Metninde yer alan kazanım ve beceriler dikkate alınarak yapılmıştır. Ayrıca oyunlar, B1 seviyesine gelmiş çeşitli gruplara uygulanabilecek şekilde hazırlanmaya çalışılmıştır.
Exploring the role of multimedia glosses and strategy use in second language listening comprehension and incidental vocabulary learning in a mobile environment
This study seeks to investigate the effects of multimedia glosses on second language listening comprehension and incidental vocabulary learning in a mobile environment. The study also explored the strategies used by second language learners as they interacted with listening and multimedia glosses. Based on the multimedia principle of Cognitive Theory of Multimedia Learning (Mayer, 2001), three types of gloss conditions were tested (textual-only, pictorial-only, textual-plus- pictorial). Two other conditions with no glosses included; one of these conditions allowed the learners to regulate their listening through an audio control tool as in the gloss conditions, the other did not allow any kind of control to the learner, except starting the audio file and restarting it. A listening application for mobile devices was developed and optimized for mobile phones. 116 participants with a low-level proficiency level in English were randomly assigned to one of these conditions. To assess their L2 listening comprehension and incidental vocabulary learning, immediate free recall and unannounced vocabulary tests were administered. The participants' interaction with the listening text and glosses was tracked in order to examine the strategies they employed. The findings indicated that access to glosses facilitates recognition and production of vocabulary with the type of gloss having a nonsignificant effect. On the other hand, glosses had no effect on L2 listening comprehension. The results also indicate that when glosses were available, analytical listening strategies were employed more often than global listening strategies. When no glosses were available, students showed an equal tendency for either analytical or global listening. In addition, the participants preferred to use the available glosses simultaneously, i.e. as they interacted with the text. The study concluded that while access to glosses promoted vocabulary recognition irrespective of gloss types, gloss use did not have a significant effect on overall L2 listening comprehension.
The effects of semantic mapping strategy on learning performances of prep students: Digital vs paper-based
This study aims to compare the effects of semantic mapping strategy between digital and non-digital means on vocabulary learning in ELT. A quasi-experimental research design was used to conduct the study. The study involved 42 students from the School of Foreign Languages at Dokuz Eylül University studying at various departments such as engineering, international relations, tourism management and international trade in two regular prep classes for English. The participants were divided equally between the two experimental groups. Digital semantic mapping was used by the Experimental group 1 while paper-based semantic mapping was employed by the Experimental group 2. The implementation lasted for six weeks. Quantitative data was collected by a pre-test and a post-test developed and organized by the researcher. The same reading materials and procedures were applied to both groups throughout the process of the implementation. The results of the statistical study were calculated using the T-test. Scores from the pre-tests and post-tests were compared to see how well the implementation worked. Also, a structured interview was employed in order to collect further data. At this stage, a total of 10 students were interviewed, five students from the digital semantic mapping group and five students from the paper-based semantic mapping group. The analysis of the quantitative data demonstrated that there was not a significant difference between the two experimental groups. The positive results of the digital semantic mapping group and the paper-based semantic group have suggested that semantic mapping is an effective strategy for learning new vocabulary no matter how it is applied, with digital means or paper-based. However, the interview results showed that students who used the semantic mapping strategy with digital means were found to be comparatively more eager and motivated to utilize the semantic mapping strategy for vocabulary learning after the implementation as they are digital natives. Key words: Semantic mapping strategy, digital semantic mapping, paper-based semantic mapping, vocabulary learning, digital natives.
Role of personalization talks supported with Web 2.0 tools on vocabulary retention and students' attitudes towards using Web 2.0 tools
This thesisstudy explored the effects of using Web 2.0 tools to conduct personalization talks on students' vocabulary retention and the learners' attitudes towards practicing vocabulary via Web 2.0 tools. Forty-four 3rd -grade private school students, equally divided into experimental and control groups, participated by taking pre-and postvocabulary achievement tests (VAT) before and after the treatment. While the experimental group used Web 2.0 tools to conduct personalization talk sessions, none of any Web-based tools was used in the control group. Two weeks following the last treatment, both groups took a delayed post-VAT to analyze the vocabulary retention. Also, before and after the treatment, the attitude questionnaire towards CAL/CALL was given to the experimental group to see the students' perspectives towards using Web 2.0 tools while learning. The results of pre-, post-, and delayed VATs of both groups indicated that utilizing personalization talks with Web 2.0 tools had a significant effect on vocabulary learning and retention. On the other hand, the attitude questionnaire results showed that although a significant difference was observed in terms of teacher influence on students to use CALL, and the students' openness and willingness to use CAL; no statistically significant difference was shown in their attitudes towards the integration of CALL into the language learning process. Keywords: Vocabulary Learning, Retention, Personalization Talks, CAVL, Web 2.0 Tools.
Exploring the effect of mobile-assisted task-based language learning on vocabulary achievement and student attitude
This study explores the effect of mobile-assisted task-based language learning on vocabulary achievement and student attitude among English as a Foreign Language (EFL) students in Content and Language Integrated Learning (CLIL) Science Lessons. For this purpose, the researcher employed a quasi-experimental research design. During the first semester of the 2022-2023 academic year, 34 fourth graders from a private school in Istanbul participated in the study. The experimental group received six different mobile-assisted task-based activities and a one-page worksheet as homework over six weeks, while the control group completed only the one-page worksheet. Vocabulary achievement tests and a student attitude questionnaire were used to collect data for the quantitative study. Paired sample t-tests and descriptive analyses were conducted using the SPSS 27.0 statistical package program. There was a significant difference in vocabulary achievement between the experimental and control groups. In addition, it had a positive effect on student attitudes and sparked their interest in learning the target language. Based on the findings, it can be concluded that mobile-assisted task-based activities have a positive effect on both vocabulary achievement and student attitude among primary EFL students participating in CLIL Science Lessons.
The effect of first-language versus second-language glosses on incidental vocabulary learning and retention
The study investigates the effects of different type of computer-mediated textual glosses and no-gloss condition on incidental vocabulary learning and retention. Seventy-four native speakers of Turkish studying English at a Turkish state university participated the study. Participants were randomly assigned to three conditions: (i) Turkish (L1) gloss, (ii) English (L2) gloss, and (iii) no gloss. First, they were asked to read an English text for general comprehension and to use the glosses to enhance reading comprehension. The data were collected using both quantitative and qualitative measures. Upon reading the text, participants were administered a multiple-choice reading comprehension test as it was announced at the beginning. Next, they were administered an unannounced (in order to measure incidental vocabulary learning) on-screen vocabulary post-test. Lastly, subjects were asked to answer a questionnaire. Three weeks later they were administered an unannounced delayed vocabulary test, and volunteers were interviewed. Results of the study indicate that gloss use did not facilitate reading comprehension. Both L1 and L2-glosses were found to be effective in incidental vocabulary learning, L1-glosses being more effective than L2-glosses. Findings of the study also suggest that gloss condition does not affect vocabulary retention. Tracking data indicated that incidental vocabulary learning is positively related to the frequency of access to glosses as well as with the time spent accessing glosses. According to the qualitative data, majority of the participants preferred having L2-glosses in their reading texts and they perceived glosses to be useful and timesaving.
The role of captioning and focused practice in vocabulary learning through video viewing
This study examines the effects of watching captioned and non-captioned five successive episodes of a TV show and the pre-teaching of vocabulary on L2 (foreign language) vocabulary acquisition by young EFL (English as a Foreign Language) learners in Turkey. The participants were L1 Turkish and L2 English 6th graders studying in a state school. Four whole classes were randomly assigned to one control group and three different experimental groups: (1) captions with pre-teaching, (2) captions with no-pre-teaching, (3) no caption, and no pre-teaching. A pre-/post-/delayed-posttest design was used. Following the delayed-post-tests, a questionnaire investigating exposure to English outside the classroom was administered to the same group of participants. The results of the study showed that there was no significant difference between the groups in relative and raw vocabulary gains in the meaning recognition tests. The results of both post- and delayed-post-tests revealed that there was a significant difference between groups in terms of meaning and from recall tests. The group that was pre-taught the target items (TIs) and watched the videos with captions performed better than the other groups. Relative and raw vocabulary gains were retained as there was no decrease in overall vocabulary gains of the three experimental groups based on the delayed-post-test scores. Furthermore, the English exposure survey revealed English TV watching behaviors of the participants in relation to the use of L1 and L2 subtitles.
Decoding and reading comprehension in Turkish: A comparison of Turkish monolingual and Kurdish-Turkish bilingual children
This study investigated the longitudinal contributions of phonological awareness (PA), rapid automatized naming (RAN), phonological memory (PM), listening comprehension (LC) and vocabulary to Turkish decoding and reading comprehension among Turkish monolinguals (N=46) and Kurdish-Turkish bilinguals (N=50). In addition, it explored whether there was any performance difference between monolinguals and bilinguals in the development of these cognitive and linguistic components from kindergarten to Grade 1. The participants were individually tested at three times: at the beginning, at the end of the kindergarten, and at the end of Grade 1. The findings revealed a developmental pattern in PA, RAN, PM, LC and vocabulary performances across the groups from kindergarten to Grade 1. Separate mixed ANOVAs were conducted for each component to observe any performance differences among monolingual and bilingual children across the times. The monolinguals outperformed the bilinguals in all tests except for PA tests. That is, the bilingual children scored better on PA tests than their monolingual counterparts at the beginning of the kindergarten. However, this performance difference was faded in the later times, especially at Grade 1. On the other hand, monolinguals statistically did better than bilinguals especially in LC and vocabulary tests. The resuls of hierarchical regression analyses revealed that PA and RAN were significant predictors of word reading. As to reading comprehension, LC and vocabulary appeared to be the best predictors of reading comprehension. Similarly, word reading significantly contributed to reading comprehension.
The effects of individual and collaborative gamification on EFL learners' vocabulary learning
This study investigates the effects of gamified vocabulary activities completed individually and collaboratively on elementary level EFL (English as a Foreign Language) learners' vocabulary learning, and explores their opinions on and attitudes towards gamification as a classroom practice for vocabulary learning. The participants comprised 47 L1 (first language) Turkish learners of L2 (foreign language) English who were enrolled in the English Preparatory Program of a state university in İstanbul, Turkey. The study included one control and two experimental groups: individual gamification, and collaborative gamification. The intervention lasted three weeks wherein the participants completed two vocabulary activities and learned nine previously unknown vocabulary items each week. During the intervention the control group completed the traditional paper-based versions of the activities while the experimental groups completed the gamified versions either individually or collaboratively. The data on participants' vocabulary development were collected via pre-, post-, and delayed post-tests of meaning recall and meaning recognition. In addition, a questionnaire was administered to explore the experimental group participants' opinions and attitudes. The results of the tests revealed that the experimental groups significantly outperformed the control group in both post- and delayed-post tests. Although no significant differences were found between the two experimental groups in these tests, the collaborative gamification group significantly improved their meaning recall from post- to delayed post-test. The questionnaire results showed that the participants found gamification effective not only in learning vocabulary but also in enhancing their engagement and motivation.
The effectiveness of using morphological analysis as a vocabulary learning strategy
This study attempts to investigate the effectiveness of explicit instruction of morphological analysis on developing EFL high school learners' capacity to learn new vocabulary and the relationship between the morphological analysis and their learning styles. The study was a quasi-experimental research and a pre-posttest experimental and control group design was used. Prior to the implementation of the study, the participants (N=38) were administered Oxford's Quick Placement Test and Nation's Vocabulary Size Test in order to evaluate and compare their level of proficiency and readiness. To collect the data, Morphological Analysis Test was designed and implemented in order to test participants' existing morphological knowledge before the intervention and their acquired morphological knowledge at the end of the intervention. During the intervention, the experimental group was instructed fifteen prefixes and roots via morphological analysis while the control group only received a word list of the same target words and learned them through the traditional ways of vocabulary learning such as memorizing or using a dictionary. Following the instruction process, the experimental group was given a questionnaire about learning styles. Results revealed that the mean scores of the experimental group surpassed those of the control group in the post test condition. Thus, it can be suggested that morphological analysis is more effective in vocabulary learning than the memorization of the target words. According to the results of the questionnaire, experimental group has right-brain dominance and global learning style while morphological analysis is often related to analytical thinking and left-brain dominance. Considering all of these, this research study sheds light on the role of morphological analysis as an alternative vocabulary learning strategy in EFL high school curriculum.
The role of different vocabulary teaching strategies in vocabulary development of young learners
Vocabulary learning plays an important role in language education and for foreign language learners, since it is a fundamental part of foreign language learning and teaching. Knowledge of vocabulary is regularly seen as a primary instrument for second or foreign language learners because a restricted vocabulary in a second language hinders meaningful communication (Schmitt, 2000). In the literature, many studies on the strategies for teaching/learning vocabulary can be found. In order to improve the impact of vocabulary instruction and obtain desired learners' outcomes, there is always considerable debate about the validity of certain aspects of vocabulary teaching principles. In particular, whether new L2 vocabulary items ought to be taught in semantic sets, thematic sets, or unrelated sets is a subject of serious discussion among L2 lexical researchers. For this reason, the present study aimed to explore the impact of presenting target words in different vocabulary clusters on the vocabulary development of young learners. For vocabulary development, three different vocabulary sets (semantic, thematic, and unrelated) were organized. In this study, a quantitative research method was carried out in the spring term of the 2020-2021 education year, and quantitative data was collected from 50 students in 3rd grade primary school. The data collection process covered a period of four weeks. After choosing the target vocabulary groups, the participants completed an immediate recall test right after the first instruction. In the study, three review lessons ending with a delayed recall test were organized. This whole process, instruction, immediate recall test, review lessons, and delayed recall test, were repeated for each vocabulary cluster in the same procedure. In order to analyze the data, the IBM SPSS 25.0 version of the statistical analysis program was used. While doing this, particular descriptive statistics (e.g., percentage, standard deviation, average, and number) were carried out. Considering the aim of revealing the variance among three vocabulary clusters in short-term and long-term word retention, the non-parametric related-samples Wilcoxon Test was used. The findings of this study revealed that there was a considerable difference in efficacy in L2 vocabulary learning amongst word clusters. The results obtained in the study showed that although students had difficulties with thematic word sets, this situation was not observed in comprehending semantic and unrelated vocabulary groups. Regarding the findings, the benefits of practicing through review lessons were also noticed in delayed recall tests. Keywords: young learners, vocabulary teaching, semantic, thematic and unrelated vocabulary clusters, immediate and delayed recall tests
Beyin temelli öğrenme modelinin öğrencilerin yabancı dilde kelime öğrenme düzeylerine etkisi
Bu çalışmanın amacı, beyin temelli öğrenme yaklaşımına dayalı olarak yapılan öğretim uygulamalarının öğrencilerin yabancı dilde kelime öğrenme düzeylerine etkisinin araştırılmasıdır. Bu amaç kapsamında araştırmanın çalışma grubunu, 2019-2020 eğitim-öğretim yılı güz döneminde, Muğla Sıtkı Koçman Üniversitesi Yabancı Diller Yüksekokulu hazırlık sınıfında öğrenim gören, deney (n=27) ve kontrol (n=27) grubu öğrencileri olmak üzere toplam 54 öğrenci oluşturmuştur. Bu araştırma, veri toplama işlemlerinin, hem nicel hem de nitel yaklaşımla gerçekleştirildiği karma araştırma yöntemi desenine göre tasarlanmıştır. Araştırmanın bir bölümü, ön test-son test kontrol gruplu yarı deneysel desen kullanılarak gerçekleştirilmiştir. Nicel yaklaşıma dayalı olarak deneysel süreçte öğrencilere kelime öğrenmeye ilişkin Akademik Başarı Testi ön test ve son test olarak uygulanmıştır. Son olarak akademik başarı testi öğrenmenin kalıcılığını test etmek için son testten 5 hafta sonra tekrar uygulanmıştır. Araştırmanın bir diğer bölümünde ise, beyin temelli öğrenme yaklaşımına dayalı öğretim sürecine ilişkin öğrenci görüşlerine ulaşmak için nitel yaklaşıma dayalı görüşme tekniği ve günlükler kullanılmıştır. Elde edilen nicel veriler SPSS 18 paket programında kaydedilmiştir. Araştırmada elde edilen verilerin normallik dağılımları Shapiro Wilk testi ile gerçekleştirilmiştir. Araştırmada deney ve kontrol gruplarının kendi içlerindeki karşılaştırmalarda bağımlı gruplar t-testi, gruplar arasındaki karşılaştırmalarda ise bağımsız gruplar t-testinden yararlanılmıştır. Nitel veriler ise içerik analizi yöntemi ile çözümlenmiş, araştırma sorularının yanıtlanmasında kilit rol oynadığı düşünülen muhtemel kavramlar kodlanmış ve bu kodlar daha geniş temalar altında toplanmıştır. Veri analizlerinden sonra elde edilen tüm nicel ve nitel veriler bir araya getirilerek araştırmacı tarafından yorumlanmıştır. Araştırmaya katılan deney grubunun ön test puan ortalamaları 35,65±8,31; kontrol grubunun ön test puan ortalamaları 36,11±13,31 olarak bulunurken, iki grubun ön test puan ortalamaları arasında istatiksel olarak anlamlı bir farklılığa rastlanmamıştır (p>0.05). Araştırmaya katılan deney grubunun ön test, son test ve kalıcılık testi puan ortalamaları sırasıyla, 35,65±8,31, 67,04±15,58 ve 67,70±13,76; kontrol grubunun ön test, son test ve kalıcılık testi puan ortalamaları sırasıyla, 36,11±13,31, 57,13±19,94 ve 56,35±19,36 olarak bulunmuştur. Bu noktadan hareketle de deney ve kontrol gruplarında yer alan öğrencilerin denk gruplar oluşturduğu tespit edilmiştir. Araştırmada elde edilen verilerin (deney-kontrol), normal dağılım gösterdikleri tespit edildiğinden parametrik istatistiklerden yararlanılmıştır. Deney ve kontrol gruplarının ön test ve son test değerleri bağımlı gruplar t-testi ile analiz edildiğinde, hem deney hem de kontrol grubunun ön test ve son test puan ortalamaları arasında istatiksel olarak anlamlı farklılıklar bulunmuştur. Deney ve kontrol gruplarının son test ve kalıcılık testi değerleri analiz edildiğinde ise, hem deney hem de kontrol grubunun son test ve kalıcılık testi puan ortalamaları arasında istatiksel olarak anlamlı bir farklılığa rastlanmamıştır (p>0.05). Araştırmada görüşmelerden elde edilen bulguların analizi sonucunda, "Kelime öğrenme süreci" kategorisinde, "Öğrenme etkinlikleri", "Sıra dışı yöntemler", "Öğrenme Motivasyonu" temaları ile bu temalara ait "Kalıcı Öğrenme, "Kart Eşleştirmenin Faydası", "Öğrenme Sürecinin Oyunlaştırılması", "Çalışma Disiplini" ve "İçsel ve Dışsal Motivasyon" kodları tespit edilmiştir. Araştırmada, görüşme sorularını yanıtlayan beyin temelli öğrenme uygulamalarının kullanıldığı deney grubu öğrencilerinin tamamı (%100), mevcut yaklaşımlara dayalı öğretimin yapıldığı kontrol grubu öğrencilerinin ise %83,3'ü kelime öğrenme sürecinin faydalı olduğunu belirtmişlerdir. Araştırmada günlükleri cevaplayan öğrencilerin %37,04'ü derste "grup çalışması ve paylaşım yoluyla", %29,63'ü ise "beyin fırtınası yaparken" öğrendiğini belirtmişlerdir. Bulgulara göre, beyin fırtınası yaparken öğrendim teması, düşünmeyi gerektirme ve daha kalıcı öğrenme olma alt temalarını, grup çalışması ve paylaşım yaparken öğrendim teması ise etkileşim, paylaşım ve kendini rahat ifade edebilme alt temalarını içermektedir. "Derste öğrenemedim. Çünkü…" kategorisi altında, "tekrar etmeme (%48,15)", "Dersin genel anlamda nasıl geçtiği" kategorisi altında, "eğlenceli, zevkli, keyifli olma (%48,15)", "eğitici, öğretici olma (%22,22)", "Kelimeleri öğrenirken en sevilen aktiviteler" kategorisi altında, "oyun içerikli aktiviteler (%29,63)", "grup çalışması (%22,22)" ve "beyin fırtınası (%18,52)", "Kelimeleri öğrenirken en çok hissedilen duygu" kategorisi altında ise, "eğlence (%37,04)" ve "mutluluk (%22,22)" temalarının öne çıktığı bulunmuştur. Araştırmada, BTÖ yaklaşımına uygun olarak gerçekleştirilen öğrenme etkinliklerinin öğrencilerin kelime öğrenmeye ilişkin akademik başarı testi puan ortalamalarını, mevcut yaklaşımlara dayalı öğretim etkinliklerinin yapıldığı öğrencilerin akademik başarı testi puanlarına oranla anlamlı düzeyde daha fazla artırdığı görülmektedir. Bu noktadan hareketle de kelime öğrenmeye ilişkin akademik başarı puanlarının yükseltilmesinde BTÖ yaklaşımına uygun etkinliklerin mevcut yaklaşıma dayalı öğretim etkinliklerine oranla daha etkili bir gelişim sağladığı belirlenmiştir. Araştırmada, hem deney hem de kontrol gruplarının kelime öğrenmeye ilişkin akademik başarı testi puanlarının son test ve kalıcılık testi değerleri arasında anlamlı bir farklılığa rastlanmamıştır. Buna göre, hem BTÖ yaklaşımına uygun olarak gerçekleştirilen öğrenme etkinliklerinin hem de mevcut yaklaşımlara dayalı öğretim etkinliklerinin kelime öğrenme düzeylerine kalıcılık anlamında olumlu etkilerinin bulunduğu söylenebilir. Diğer taraftan son test ve kalıcılık testlerinde; BTÖ yaklaşımına uygun öğrenme etkinliklerinin uygulandığı deney grubu öğrencilerinin akademik başarı testi puanları, mevcut yaklaşımlara dayalı öğretim etkinliklerinin uygulandığı kontrol grubu öğrencilerden anlamlı düzeyde daha yüksek bulunmuştur. Sonuç olarak, yabancı dil kelime öğrenme için uygulanan Beyin Temelli Öğrenme yaklaşımına uygun tasarlanmış etkinliklerin öğrencilerin kelime öğrenmeye ilişkin akademik başarı puanlarının yükseltilmesinde ve elde edilen bu seviyenin kalıcılığının artırılmasında önemli katkılar sağladığı söylenebilir.
İlkokul öğrencilerinin okumaya yönelik tutumları ile sözcük öğrenme motivasyonlarının çeşitli değişkenler açısından incelenmesi
Bu araştırmanın temel amacı ilkokul 4. sınıf öğrencilerinin okumaya yönelik tutumları ile sözcük öğrenme motivasyonlarını incelemektir. Nicel bir araştırma olan bu çalışmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın katılımcılarını 2020 – 2021 Eğitim – Öğretim Yılında Muğla iline bağlı Yatağan ilçesindeki ilkokul 4. sınıf öğrencileri oluşturmaktadır. Araştırmada araştırmacı tarafından hazırlanan ''Kişisel Bilgi Formu'' ve McKenna ve Kear (1990) tarafından geliştirilmiş Kocaarslan (2016) tarafından Türkçeye uyarlanmış olan "Garfield Görselli 1-6.Sınıflar İçin Okumaya Yönelik Tutum Ölçeği" ile Ersoy ve Boyacı (2018) tarafından geliştirilen Sözcük Öğrenme Motivasyonu Ölçeği (SÖMÖ) veri toplama aracı olarak kullanılmıştır. Veriler, SPSS 22 paket programı ile analiz edilmiştir. Verilerin analizinde Frekans, Yüzde, Bağımsız Örneklemler t-Testi ve Tek Yönlü Varyans Analizi (ANOVA), Post-Hoc Testleri (LSD, Scheffe ve Dunnett's C), Korelasyon Analizi kullanılmıştır. Bulgular incelendiğinde, ilkokul 4. sınıf öğrencilerinin okumaya yönelik tutumlarının "çok mutlu olurum" düzeyine yakın, sözcük öğrenme motivasyonlarının "bana uygun" düzeyine yakın olduğu tespit edilmiştir. İlkokul öğrencilerinin okumaya yönelik tutumları ve sözcük öğrenme motivasyonları cinsiyete göre kız öğrenciler lehine anlamlı bir farklılık göstermiştir. Öğrencilerin okumaya yönelik tutumları, öğretmen tutumu, öğrencilerin günlük kitap okuma süreleri, annenin ve babanın günlük kitap okuma sürelerine göre anlamlı farklılık göstermiştir. Bununla birlikte sözcük öğrenme motivasyonları öğretmen tutumuna göre "içsel motivasyon faktörleri", "dışsal motivasyon faktörleri" alt boyutları ve ölçeğin tamamında anlamlı farklılık belirlenememiştir. Ancak "araçsal amaçsal motivasyon faktörleri" alt boyutunda anlamlı farklılık göstermiştir. Öğrencilerin sözcük öğrenme motivasyonları, günlük kitap okuma sürelerine göre sadece "dışsal motivasyon faktörleri" alt boyutunda anlamlı farklılık göstermezken diğer alt boyutlar ve ölçeğin toplamında "30 dakikadan fazla" okuma süresi olanlar lehine anlamlı farklılık göstermiştir. Öğrencilerin sözcük öğrenme motivasyonları annenin günlük kitap okuma süresine göre anlamlı fark göstermezken, babanın günlük kitap okuma süresine göre ise "dışsal motivasyon faktörleri" alt boyutunda ve ölçeğin tamamında "15 dakikadan az" ve "30 dakikadan fazla" baba günlük kitap okuma süresi olanlar lehine anlamlı bir fark olduğu tespit edilmiştir. Son olarak ilkokul öğrencilerinin okumaya yönelik tutumları ile sözcük öğrenme motivasyonları toplam puanları arasında orta düzeyde pozitif yönde ve anlamlı bir ilişki olduğu tespit edilmiştir.
Rote learning versus deep processing: The effect on vocabulary learning and retention
This experimental study mainly aimed at finding an effective way to retain, recognize and recall foreign language vocabulary. In order to fulfil the aim, two vocabulary learning methods were compared: Deep Processing and Rote Learning. ?Deep Processing? in the study referred to ?a greater degree of semantic or cognitive involvement while learning new words? whereas ?Rote Learning? meant ?learning new vocabulary through memorization of decontextualised word lists?. Four techniques encouraging deep processing on vocabulary were practised in the study: `What is it??, `More than Meaning?, `Power Questioning? and `Sense or Nonsense??. Fifty upper-intermediate learners of English as a Foreign Language in Faculty of Sciences at Anadolu University took part in the study. A number of thirty-two words which were selected from the textbooks of the students were determined to be the target words of the study. Of the students assigned into two groups which were equal in number, those who were in the experiment group were exposed to the treatment of deep processing whereas those who were in the control group were provided with a vocabulary list involving either Turkish equivalent or English meaning of the target words. The same test which was administered as the pre-test, immediate post-test and delayed post-test of the study measured the progress in retention, recognition and recall of the target words. The test included three sections (A. matching words with meanings, B. using appropriate words for the blanks in sentences, and C. using appropriate words for the blanks in the paragraphs of a context - cloze test) and covered 32 questions. By means of these three sections, recognition (Section A) and recall (Sections B and C); in a more general term, retention of words was aimed to be checked. A t-test was used to find out if there was a significant difference between the control and experiment groups. The pre-test, which did not reveal significant difference between the groups, was followed by the treatment stage which lasted for two weeks. The immediate post-test, which was given after the treatment, demonstrated significant difference between the groups ?favouring the experiment group and deep processing method. The delayed post-test, which was given after three weeks, showed a similar significance between the groups ?again favouring the experiment group and deep processing method. Another t-test was also used to find out if there was a significant progress within each subject group. The results of the analysis suggested that both deep processing (experiment group) and rote learning (control group) methods promote immediate and delayed retention, recognition, and recall. Therefore, it cannot be suggested that rote learning is not effective for immediate and delayed recognition, recall and retention of vocabulary. Although the results of the control group indicated that rote learning also facilitates immediate and delayed recognition, recall and retention of vocabulary, it is clear that students in the experiment group presented a more effective achievement in the recognition, recall and retention of words with the assistance of techniques which encouraged deep processing. Besides aiding students in short-term and long-term lexical retention, the deep processing techniques practised in the study also promoted the students to be highly motivated, enthusiastic, amused and active while learning the target vocabulary throughout the application of the techniques. It is concluded in this study that the superiority of deep processing over rote learning is a result of the greater degree of semantic or cognitive involvement with which it equips the learner while learning new words.
The effect of task-induced involvement load on incidental vocabulary acquisition among ELT students
Vocabulary knowledge is at the heart of language learning as both comprehending and producing messages depend on knowing words. Second/foreign language learners need to acquire a great deal of vocabulary in a limited time to be successful in nearly all aspects of the target language Therefore, a large body of research has been devoted to investigating the best ways to help learners in their endeavour. In recent years, incidental acquisition of vocabulary has been found to be beneficial in expanding vocabulary knowledge. In this regard, how incidental vocabulary can be promoted is an intensely investigated subject. Incidental vocabulary acquisition through reading texts has been found to be facilitated by additional vocabulary tasks drawing the learners' attention to specific words. Therefore, designing the best vocabulary tasks has been an important issue for teachers. In order to address this concern, Laufer and Hulstijn (2001) proposed the Task-induced Involvement Load Hypothesis positing that the absence or presence of three components (evaluation, search and need) in a task determines the overall involvement load level induced by the task. Evaluation is related to learners' judgement on whether a specific word fits into a context. Search explains whether the meanings of words are searched by consulting dictionaries or other sources. Need is the motivational dimension of the construct and explains whether the drive to learn the word is extrinsically or intrinsically exposed. Using the framework of Laufer and Hulstijn (2001), this study aims to investigate the effect of four vocabulary tasks with varying distributions of evaluation, search and need components on incidental vocabulary gain and retention. The subjects were 139 first year ELT students from eight intact classes taking Academic Reading Course in the fall semester of 2015-2016. The subjects were assigned to four groups randomly: fill-in with glossary, fill-in by searching, retelling with glossary and retelling by searching. Two different texts were designed for four tasks. Each text contained 10 target words accompanied by reading comprehension questions. Prior to the implementation of the tasks, the participants' familiarity with the target words was tested through a pre-test which required providing the L1 equivalent or English explanations of the target words. The groups were to complete the reading comprehension tasks and the vocabulary tasks they were assigned to. The fill-in groups completed the gaps in the text with the target words, with or without glossary. The retelling groups wrote their own versions of the text by incorporating the target words, with or without glossary. Once the tasks were completed, the worksheets were collected and an unannounced post-test similar to the pre-test was administered. Similarly, two weeks later, an unannounced delayed post-test was conducted. For marking, each correct answer was counted as 1 and the incorrect ones as 0. Partially correct answers were awarded 0.5 point. The comparison of the groups on immediate and delayed post-tests using one-way ANOVAs showed that the tasks with higher level of involvement load yielded higher vocabulary gain and retention. However, the only significant differences were between retelling by searching and fill-in groups on the delayed post-test, which provided partial support for the Task-induced involvement load hypothesis. Keywords: incidental vocabulary acquisition, involvement load level, task-induced involvement load, vocabulary gain and retention, vocabulary tasks
7. sınıf öğrencilerinin şarkıların konuşma becerisini geliştirmedeki rolüne ilişkin görüşleri -Bir olgubilim çalışması-
Bu araştırmanın amacı; yedinci sınıf öğrencilerinin, şarkıların konuşma becerisini geliştirmedeki rolüne ilişkin görüşlerini incelemektir. Araştırmada, nitel araştırma desenlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Katılımcılar, amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemi kullanılarak belirlenmiştir. Araştırmada örneklem olarak İzmir ilinin Ödemiş ilçesinin her kesimini temsil etmesi amacıyla farklı büyüklüklerde, farklı sosyoekonomik düzeyde ve farklı olanaklara sahip yedi okul seçilmiştir. Araştırmanın katılımcıları, bu okullarda öğrenim gören toplam 26 öğrenciden oluşmaktadır. Araştırma verileri, araştırmacı tarafından geliştirilen kişisel bilgi formu ve yarı yapılandırılmış görüşme formu aracılığıyla toplanmıştır. Verilerin çözümlenmesinde betimsel analiz yöntemi kullanılmıştır. Analizde öncelikle ses kayıtlarının yazıya dökümü yapılmış ve daha sonra bu kayıtlar çözümlenmiştir. Yapılan görüşmelerin sonucunda, öğrencilerin dinledikleri şarkılar ile konuşma becerisine ilişkin görüşleri; "Kelime Öğrenimi", "Konuşma Bozuklukları", "Etkili Konuşma" olmak üzere üç ana tema altında toplanmıştır. Oluşturulan ana temalar; öğrencilerden gelen farklı görüşler doğrultusunda çeşitli alt temalara, alt temalar ise kendi içinde birtakım kategorilere ayrılarak incelenmiştir. Kelime öğrenimi; "Türkçe kelime öğrenme", "kalıcı kelime öğrenme", "sadece yabancı şarkılardan kelime öğrenme" ve "kelime öğrenmeme" olmak üzere dört alt temadan oluşturulmuştur. Konuşma hataları teması; "yöresel ağız kullanımı", "şarkılardaki telaffuz hataları", "şarkıcının etkisi", "yabancı kelime kullanma" ve "argo kelime kullanma" olmak üzere beş alt temadan oluşturulmuştur. Etkili konuşma teması; "şarkılarda vurgu, durak ve tonlama", "şarkılar ve akıcı konuşma", "şarkılar ve konuşma hızı", "etkinliklerde şarkı kullanımı" olmak üzere dört alt temadan oluşturulmuştur.
The relationship between EFL students' vocabulary learning strategies and their level of learner autonomy
There are studies on autonomy and vocabulary learning strategies in the field, but there are not many studies on the relationship between vocabulary performance and autonomy levels of Turkish students who learn English as a foreign language. Most of the studies focus on improving student autonomy in foreign language classes, not outside the classroom. This study describes and discusses the relationship between learning autonomy and the learning word learning strategies by comparing it to the trained data. The findings of the study give feedback on the vocabulary learning strategies of Turkish students who have learned English as foreign language and how they relate to being self-learners. When the qualitative and quantitative data of this study were analyzed, a weak positive relationship was found between the autonomy levels and vocabulary learning strategies of students who learned English as a foreign language. In addition, the findings revealed that the students' vocabulary learning strategies are not a significant difference in the frequency of use compared to gender, age and English education year, and students are willing to be autonomous learners. The results obtained by this study suggest that language teachers are aware of their autonomy in vocabulary learning in foreign language classes. In addition, this study is capable of carrying a guide for better vocabulary learning in the second language. Key words: Learner Autonomy, Vocabulary Learning Strategies, EFL Students
Evaluating the impact of self-created digital flashcards and self-regulation on vocabulary learning among Turkish tertiary-level EFL learners
The purpose of this study is to investigate the effects of using a digital flashcard software (Quizlet) as a self-regulated learning platform on vocabulary recognition and recall with upper-intermediate tertiary level English learners. A secondary aim of this study is to find out the self-regulatory strategies and/or behaviors used by English language learners at tertiary level in learning L2 vocabulary. The design of this research was based on a quasi-experimental method namely, the pretest-posttest non-equivalent-groups design. As regards the data collection tools, the vocabulary tests that were used for quantitative data are explained at length. A statistically significant difference was observed in the post-test scores between two groups, indicating that the outcomes for the group that received the intervention were significantly different from those in the control group. The statistically significant correlations highlight the importance of metacognitive strategies and emotional regulation in enhancing vocabulary learning through platforms like Quizlet. The results of this present study suggest that the utilization of self-regulated learning principles as a way of promoting second language vocabulary learning through self-created digital flashcards on Quizlet can be an effective way of not just acquiring and recycling new vocabulary but also, in a broader sense, a pathway to becoming a self-sufficient lifelong learner in the 21st century.